Publications

@inproceedings{Kitson2024b,

title = {Supporting Cognitive Reappraisal With Digital Technology: A Content Analysis and Scoping Review of Challenges, Interventions, and Future Directions},

author = {Alexandra Kitson, Petr Slovak and Alissa N. Antle},

url = {https://doi.org/10.1145/3613904.3642488},

doi = {10.1145/3613904.3642488},

year  = {2024},

date = {2024-05-16},

urldate = {2024-05-16},

booktitle = {Proceedings of the CHI Conference on Human Factors in Computing Systems},

journal = {Proceedings of the CHI Conference on Human Factors in Computing Systems},

pages = {17},

publisher = {Association for Computing Machinery},

address = {New York, NY, USA},

series = {CHI '24},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{nokey,

title = { Untangling cables: A case study of the life & afterlife of digital devices in academic research.},

author = {Reese Muntean and Kate Hennessy and Chelsea Mills and Alissa N. Antle},

url = {https://dl.acm.org/doi/10.1145/3643834.3661540},

year  = {2024},

date = {2024-05-01},

urldate = {2024-05-01},

booktitle = {Proceedings of Conference on Designing Interactive Systems},

publisher = {Association for Computing Machinery},

series = {DIS '24},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Kitson2024,

title = {“I Call Upon a Friend”: Virtual Reality-Based Supports for Cognitive Reappraisal Identified through Co-designing with Adolescents},

author = {Alexandra Kitson, Alissa N. Antle, Sadhbh Kenny, Ashu Adhikari, Kenneth Karthik, Artun Çimensel, and Melissa Chan},

url = {https://doi.org/10.1145/3613904.3642723},

doi = {10.1145/3613904.3642723},

year  = {2024},

date = {2024-03-16},

urldate = {2024-03-16},

booktitle = {Proceedings of the CHI Conference on Human Factors in Computing Systems},

pages = {18},

publisher = {Association for Computing Machinery},

address = {New York, NY, USA},

series = {CHI ' 13},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Zhou2024,

title = {"Bee and I need diversity!'' Break filter bubbles in recommendation systems through embodied AI learning},

author = {Xiaofei Zhou and Yushan Zhou and Yunfan Gong and Zhenyao Cai and Annie and Qinqin Xiao and Alissa N. Antle and Zhen Bai},

url = {https://dl.acm.org/doi/fullHtml/10.1145/3628516.3655802},

year  = {2024},

date = {2024-03-01},

urldate = {2024-03-01},

booktitle = {Proceedings of Conference on Interaction Design and Children},

publisher = {Association for Computing Machinery},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Ibrahim2024,

title = {A systematic review of the probes method in research with children and families},

author = {Seray B Ibrahim and Alissa N. Antle and Julie A. Kientz and Graham Pullin and Petr Slovák},

url = {https://dl.acm.org/doi/10.1145/3628516.3655814},

year  = {2024},

date = {2024-03-01},

urldate = {2024-03-01},

booktitle = {Proceedings of Conference on Interaction Design and Children},

publisher = {Association for Computing Machinery},

series = {IDC '24},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3569009.3573111,

title = {TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning},

author = {Annemiek Veldhuis and Alissa N. Antle and Bernhard Rieke},

url = {https://doi.org/10.1145/3569009.3573111},

doi = {10.1145/3569009.3573111},

isbn = {9781450399777},

year  = {2023},

date = {2023-01-01},

booktitle = {Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction},

publisher = {Association for Computing Machinery},

address = {Warsaw, Poland},

series = {TEI '23},

abstract = {Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.},

keywords = {Artifact, Collaborative Learning, Design-Based Learning, Socially Shared Regulation, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3544549.3583172,

title = {Developing Participatory Methods to Consider the Ethics of Emerging Technologies for Children},

author = {Juan Pablo Hourcade and Meryl Alper and Alissa N. Antle and Gökçe Elif Baykal and Elizabeth Bonsignore and Tamara Clegg and Flannery Hope Currin and Christian Dindler and Eva Eriksson and Jerry Alan Fails and Franca Garzotto and Michail Giannakos and Carina S. Gonzalez and Ole Sejer Iversen and Monica Landoni and Nuria Medina Medina and Chris Quintana and Janet Read and Maria Roussou and Elisa Rubegni and Summer Schmuecker and Suleman Shahid and Cristina Maria Sylla and Greg Walsh and Svetlana Yarosh and Jason Yip},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3544549.3583172},

doi = {10.1145/3544549.3583172},

isbn = {9781450394222},

year  = {2023},

date = {2023-01-01},

booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems},

publisher = {Association for Computing Machinery},

address = {Hamburg, Germany},

series = {CHI EA '23},

abstract = {This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children.},

keywords = {children, emerging technologies, ethics, extended reality, participatory methods},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3585088.3589381,

title = {Co-Designing a Virtual Reality Intervention for Supporting Cognitive Reappraisal Skills Development with Youth},

author = {Alexandra Kitson and Alissa N. Antle and Petr Slovak},

url = {https://doi.org/10.1145/3585088.3589381},

doi = {10.1145/3585088.3589381},

isbn = {9798400701313},

year  = {2023},

date = {2023-01-01},

booktitle = {Proceedings of the 22nd Annual ACM Interaction Design and Children Conference},

pages = {14–26},

publisher = {Association for Computing Machinery},

address = {Chicago, IL, USA},

series = {IDC '23},

abstract = {Cognitive reappraisal is a critical emotion regulation skill required for youth mental health. While it has been well theorized psychologically and many therapeutic approaches exist, youth still struggle to develop these skills. We explore the design space of using virtual reality to create technologically-mediated cognitive reappraisal supports for youth. We developed four VR prototypes that we used as prompts for feedback in a ten-session co-design workshop with nine youth (aged 15-17). Our work contributes youth-derived directions for further research in the design space of VR and mental health; and highlights opportunities to use VR for cognitive reappraisal skills training by generating meaningful emotionally laden situations, supporting body-based experiential learning, and providing technology-mediated social connection.},

keywords = {Co-Design, Cognitive Reappraisal, emotion regulation, participatory design, virtual reality, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3501712.3529717,

title = {“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop},

author = {Alissa N. Antle and Yumiko Murai and Alexandra Kitson and Yves Candau and Zoe Minh-Tam Dao-Kroeker and Azadeh Adibi},

url = {https://doi.org/10.1145/3501712.3529717},

doi = {10.1145/3501712.3529717},

isbn = {9781450391979},

year  = {2022},

date = {2022-01-01},

booktitle = {Interaction Design and Children},

pages = {327–340},

publisher = {Association for Computing Machinery},

address = {Braga, Portugal},

series = {IDC '22},

abstract = {There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.},

keywords = {Biowearables, children, Critical making, design ethics, ethics, teaching ethics, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3501712.3529722,

title = {Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences},

author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},

url = {https://doi.org/10.1145/3501712.3529722},

doi = {10.1145/3501712.3529722},

isbn = {9781450391979},

year  = {2022},

date = {2022-01-01},

urldate = {2022-01-01},

booktitle = {Interaction Design and Children},

pages = {37–49},

publisher = {Association for Computing Machinery},

address = {Braga, Portugal},

series = {IDC '22},

abstract = {The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.},

keywords = {Child-Computer Interaction, Co-design with Children, Methodology, No child alone, Research Methods},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3466725.3466759,

title = {Facilitating Online Distributed Critical Making: Lessons Learned},

author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},

url = {https://doi.org/10.1145/3466725.3466759},

doi = {10.1145/3466725.3466759},

isbn = {9781450389891},

year  = {2021},

date = {2021-01-01},

booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},

publisher = {Association for Computing Machinery},

address = {St. Gallen, Switzerland},

series = {FabLearn Europe / MakeEd 2021},

abstract = {The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.},

keywords = {Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3411764.3445713,

title = {Exploring Opportunities to Aid Generation of Input Action Ideas for Tangible User Interfaces},

author = {Uddipana Baishya and Alissa N. Antle and Carman Neustaedter},

url = {https://doi.org/10.1145/3411764.3445713},

doi = {10.1145/3411764.3445713},

isbn = {9781450380966},

year  = {2021},

date = {2021-01-01},

booktitle = {Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems},

publisher = {Association for Computing Machinery},

address = {Yokohama, Japan},

series = {CHI '21},

abstract = {Novice tangible interaction design students often find it challenging to generate input action ideas for tangible interfaces. To identify opportunities to aid input action idea generation, we built and evaluated a tool consisting of interactive physical artifacts coupled with digital examples of tangible systems and technical implementation guidance. Through video recorded design sessions and interviews with twelve students, we investigated how they used the tool to generate input action ideas, how it supported them, and what challenges they faced. We found that the tool helped in generating input action ideas by enabling to experience input actions, supporting hands-on explorations, and introducing possibilities. However, introducing examples at times caused design fixation. The tool fell short in supporting the planning of technical implementation of the generated ideas. This research is useful for tangible interaction design students, instructors, and researchers to apply in education, design similar tools, or conduct further research.},

keywords = {Idea generation, Input actions for tangible user interfaces, Tangible interaction design, Tangible user interface design tool},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3459990.3465182,

title = {Designing Biotech Ethics Cards: Promoting Critical Making During an Online Workshop with Youth},

author = {Zoe Minh-Tam Dao-Kroeker and Alexandra Kitson and Alissa N. Antle and Yumiko Murai and Azadeh Adibi},

url = {https://doi.org/10.1145/3459990.3465182},

doi = {10.1145/3459990.3465182},

isbn = {9781450384520},

year  = {2021},

date = {2021-01-01},

booktitle = {Interaction Design and Children},

pages = {450–455},

publisher = {Association for Computing Machinery},

address = {Athens, Greece},

series = {IDC '21},

abstract = {There are ethical concerns surrounding how youth interact with biowearable technology and the potential effects it has on their psychological and physiological health. We need to give youth the tools to critically reflect and explore ethical issues surrounding biowearables in order for them to make informed decisions about how they interact with them. To address this, we developed the Biotech Ethics cards as part of a critical making workshop. They are a set of design cards designed to scaffold critical reflection during a critical making workshop where youth prototype a biowearable from a kit. We focus this short paper on the requirements, initial design and revisions we made after studying card use in our workshop. We identified key design elements that are important in the cards and that may generalize to the design of other card sets meant to be integrated into a critical making process.},

keywords = {Biowearables, computer ethics, Critical making, Design cards, design ethics, reflection, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3466725.3466762,

title = {Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth},

author = {Alissa N. Antle and Alexandra Kitson and Yumiko Murai and John Desnoyers-Stewart and Yves Candau and Azadeh Adibi and Katrien Jacobs and Zoe Dao-Kroeker},

url = {https://doi.org/10.1145/3466725.3466762},

doi = {10.1145/3466725.3466762},

isbn = {9781450389891},

year  = {2021},

date = {2021-01-01},

booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},

publisher = {Association for Computing Machinery},

address = {St. Gallen, Switzerland},

series = {FabLearn Europe / MakeEd 2021},

abstract = {The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.},

keywords = {Biowearables, Critical making, design ethics, ethics, teaching ethics, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3357236.3395460,

title = {Communicating Sustainable Consumption and Production in 360° Video},

author = {Reese Muntean and Alissa N. Antle and Kate Hennessy},

url = {https://doi.org/10.1145/3357236.3395460},

doi = {10.1145/3357236.3395460},

isbn = {9781450369749},

year  = {2020},

date = {2020-01-01},

booktitle = {Proceedings of the 2020 ACM Designing Interactive Systems Conference},

pages = {1259–1271},

publisher = {Association for Computing Machinery},

address = {Eindhoven, Netherlands},

series = {DIS '20},

abstract = {Research at the intersection of technology and sustainability is increasing across disciplines. Virtual reality is one technology used to address social issues, though less work has explored how immersive environments might impact a viewer's impression of complex environmental issues like sustainability.SCP in 360°: Sustainable Consumption and Production in 360 Degrees is a series of 360° videos aiming to make sustainable consumption and production understandable and engaging to a wider audience. In this paper, we describe the context and production of these videos, report on the visitor study conducted during the videos' exhibition, and discuss the specifics of using 360° video for communicating sustainability and the broader implications for other 360° video projects and sustainability-focused interactive media. In contrast to research on empathy in virtual reality, our study suggests that 360° video supports participants in feeling compassion towards the situations viewed and understanding the context and complexity of sustainability solutions.},

keywords = {360 video, cinematic vr, sustainability, sustainable consumption and production, virtual reality},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3392063.3394409,

title = {An English Language Learning Study with Rural Chinese Children Using an Augmented Reality App},

author = {Min Fan and Alissa N. Antle},

url = {https://doi.org/10.1145/3392063.3394409},

doi = {10.1145/3392063.3394409},

isbn = {9781450379816},

year  = {2020},

date = {2020-01-01},

booktitle = {Proceedings of the Interaction Design and Children Conference},

pages = {385–397},

publisher = {Association for Computing Machinery},

address = {London, United Kingdom},

series = {IDC '20},

abstract = {Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.},

keywords = {augmented reality, children, developing country, english language learning, phonological awareness, school},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3392063.3394412,

title = {Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning},

author = {Victor Cheung and Alissa N. Antle and Shubhra Sarker and Min Fan and Jianyu Fan and Philippe Pasquier},

url = {https://doi.org/10.1145/3392063.3394412},

doi = {10.1145/3392063.3394412},

isbn = {9781450379816},

year  = {2020},

date = {2020-01-01},

booktitle = {Proceedings of the Interaction Design and Children Conference},

pages = {589–601},

publisher = {Association for Computing Machinery},

address = {London, United Kingdom},

series = {IDC '20},

abstract = {Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.},

keywords = {augmented reality, early childhood learning, education mobile apps, tablets, tangible interaction},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3374920.3374942,

title = {Tangible Interfaces and Interactions in Sci-Fi Movies: A Glimpse at the Possible Future of TUIs through Fictional Tangible Systems},

author = {Victor Cheung and Alissa N. Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3374920.3374942},

doi = {10.1145/3374920.3374942},

isbn = {9781450361071},

year  = {2020},

date = {2020-01-01},

booktitle = {Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {393–401},

publisher = {Association for Computing Machinery},

address = {Sydney NSW, Australia},

series = {TEI '20},

abstract = {Science-Fiction (Sci-Fi) movies have long been a frontier in showcasing futuristic computer interfaces and their associated interactions. Unconstrained by technological limitations, they are free to depict the most imaginative systems, including augmenting objects attributes that are not yet possible in reality. We present a case study on Sci-Fi movies where tangible objects are part of these systems, and examine how they illustrate Tangible User Interfaces (TUIs) concepts. We provide three examples of tangible systems and one that deviates considerably (holographic system), and analyze them using a well-established interaction model (MCRpd). We found that TUIs in movies exhibit various levels of the model's characteristics and demonstrate an inclusive and diverse context through combining interaction modalities and catering to audience needs. We argue that these aspects provide valuable lessons and implications in designing future TUIs and hope to broaden the design space by initiating discussions on the fascinating worlds in Sci-Fi movies.},

keywords = {case study, futuristic interfaces, interface and interaction design, sci-fi movies, speculative interfaces, tangible systems},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3334480.3381060,

title = {Child-Computer Interaction SIG: Looking Forward After 18 Years},

author = {Alissa Antle and Juan Pablo Hourcade and Paulo Blikstein and Jerry Alan Fails and Franca Garzotto and Ole Sejer Iversen and Panos Markopoulos and Glenda Revelle},

url = {https://doi.org/10.1145/3334480.3381060},

doi = {10.1145/3334480.3381060},

isbn = {9781450368193},

year  = {2020},

date = {2020-01-01},

booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},

pages = {1–4},

publisher = {Association for Computing Machinery},

address = {Honolulu, HI, USA},

series = {CHI EA '20},

abstract = {This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss future directions for the field after 18 years of Interaction Design and Children conferences. Topics for discussion include interdisciplinarity, theory and rigor, impact, emerging areas of research, and ethics.},

keywords = {Child-Computer Interaction, impact, interaction design and children, methods, research areas},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3334480.3382894,

title = {Interactive Technologies for Emotion-Regulation Training: Opportunities and Challenges},

author = {Ofir Sadka and Alissa Antle},

url = {https://doi.org/10.1145/3334480.3382894},

doi = {10.1145/3334480.3382894},

isbn = {9781450368193},

year  = {2020},

date = {2020-01-01},

booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},

pages = {1–12},

publisher = {Association for Computing Machinery},

address = {Honolulu, HI, USA},

series = {CHI EA '20},

abstract = {Emotion regulation (ER) is foundational to mental health and well-being. In the last ten years, there has been an increasing focus on this use of interactive technologies to support ER training in a variety of contexts. However, work has been done by researchers from diverse fields, and no cohesive research agenda exists that explicates how and why interactive technologies may benefit ER training. To address this gap, this paper presents the initial results of a descriptive review of 38 peer-reviewed papers on this topic. Qualitative analysis revealed four opportunity themes where interactive technologies appear to provide unique benefits. The analysis also revealed three challenge themes where design guidance, particularly around emotion representation, is ambiguous or underspecified. Based on our findings, we propose future research in these thematic areas; we also propose intersectional themes and underexplored areas that researchers and designers may find productive to explore.},

keywords = {descriptive literature review, emotion regulation training, interactive technology},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3290605.3300266,

title = {Evaluating the Impact of a Mobile Neurofeedback App for Young Children at School and Home},

author = {Alissa N. Antle and Elgin-Skye McLaren and Holly Fiedler and Naomi Johnson},

url = {https://doi.org/10.1145/3290605.3300266},

doi = {10.1145/3290605.3300266},

isbn = {9781450359702},

year  = {2019},

date = {2019-01-01},

booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems},

pages = {1–13},

publisher = {Association for Computing Machinery},

address = {Glasgow, Scotland Uk},

series = {CHI '19},

abstract = {About 18% of children in industrialized countries suffer from anxiety. We designed a mobile neurofeedback app, called Mind-Full, based on existing design guidelines. Our goal was for young children in lower socio-economic status schools to improve their ability to self-regulate anxiety by using Mind-Full. In this paper we report on quantitative outcomes from a sixteen-week field evaluation with 20 young children (aged 5 to 8). Our methodological contribution includes using a control group, validated measures of anxiety and stress, and assessing transfer and maintenance. Results from teacher and parent behavioral surveys indicated gains in children's ability to self-regulate anxiety at school and home; a decrease in anxious behaviors at home; and cortisol tests showed variable improvement in physiological stress levels. We contribute to HCI for mental health with evidence that it is viable to use a mobile app in lower socio-economic status schools to improve children's mental health.},

keywords = {brain computer interfaces, children, field studies, hci for mental health, positive computing, self-regulation},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3294109.3295650,

title = {Design for Mental Health: How Socio-Technological Processes Mediate Outcome Measures in a Field Study of a Wearable Anxiety App},

author = {Alissa N. Antle and Elgin Skye McLaren and Holly Fiedler and Naomi Johnson},

url = {https://doi.org/10.1145/3294109.3295650},

doi = {10.1145/3294109.3295650},

isbn = {9781450361965},

year  = {2019},

date = {2019-01-01},

booktitle = {Proceedings of the Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {87–96},

publisher = {Association for Computing Machinery},

address = {Tempe, Arizona, USA},

series = {TEI '19},

abstract = {Millions of children have challenges with anxiety that negatively impact their development, education and well-being. To address this challenge, we developed version 2.0 of Mind-Full, a wearable, mobile neurofeedback system, designed to teach young children to learn to self-regulate anxiety. We present a mixed methods evaluation of a seven week long intervention in schools. We report on a subset of outcome measures related to 10 children's anxiety and stress in the classroom and describe mediating socio-technological processes that may have impacted outcomes. Findings showed improvement in children's ability to self-regulate anxiety and reduced cortisol levels for some children. Qualitative findings suggested that children who made multimodal connections during system mediated learning and had teacher support for learning transfer responded well to the intervention. We suggest that framing mental health app design as a distributed, adaptive, socio-technological system enables designers to better meet individual's unique and changing mental health needs.},

keywords = {Brain-computer interfaces, children, emotion-regulation, learning, mental health., socio-technological studies},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3290607.3312820,

title = {Idea Bits: A Tangible Design Tool to Aid Idea Generation for Tangible Manipulation},

author = {Uddipana Baishya and Alissa N. Antle and Elgin-Skye McLaren},

url = {https://doi.org/10.1145/3290607.3312820},

doi = {10.1145/3290607.3312820},

isbn = {9781450359719},

year  = {2019},

date = {2019-01-01},

booktitle = {Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems},

pages = {1–6},

publisher = {Association for Computing Machinery},

address = {Glasgow, Scotland Uk},

series = {CHI EA '19},

abstract = {Tangible interaction design students often find it difficult to generate ideas for tangible manipulation. They often restrict their explorations to a few familiar possibilities. To our knowledge, there is no design tool that focuses on facilitating the exploration of a variety of manipulation and aiding generation of ideas for manipulation. To address this gap, we designed Idea Bits, a tangible design tool consisting of interactive physical artifacts that enable users to experience a set of manipulations. These artifacts are coupled with digital examples of tangible systems and technical implementation guidance to help users understand how to implement the manipulations. Our work contributes knowledge about the generation of ideas for manipulation and will be useful to tangible interaction design students, instructors, practitioners, and researchers.},

keywords = {design tools, Idea generation, manipulation, Tangible interaction design, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3272973.3274051,

title = {Covert-Glass: A Wearable That Enables Surreptitious 911 Video Calling},

author = {Punyashlok Dash and Carman Neustaedter and Alissa N. Antle},

url = {https://doi.org/10.1145/3272973.3274051},

doi = {10.1145/3272973.3274051},

isbn = {9781450360180},

year  = {2018},

date = {2018-01-01},

booktitle = {Companion of the 2018 ACM Conference on Computer Supported Cooperative Work and Social Computing},

pages = {185–188},

publisher = {Association for Computing Machinery},

address = {Jersey City, NJ, USA},

series = {CSCW '18},

abstract = {In the future, emergency calls to the number 9cscwp1 in North America will include the ability to make video calls with 9cscwp1 call centers yet little is known about how to design such technologies, so they map to people's real emergency needs. We explore this design space by investigating systems that can allow 9cscwp1 callers to stream a surreptitious video call of an assailant. This paper explores a specific scenario where the person trapped may not be in direct danger from the assailant but is still present in the vicinity. We introduce -Covert-Glass', technology-enhanced glasses that aid callers to conduct a surreptitious 9cscwp1 video call. The glasses guide a person to control the direction of his/her phone camera based on the 9cscwp1 operator's input. 9cscwp1 call takers send remote signals to the user's device and these appear as haptic vibrations on either side of the glasses.},

keywords = {911 video call, glasses, surreptitious calls, tangible, vibrating, wearable},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3170427.3188576,

title = {Block Talks: A Tangible and Augmented Reality Toolkit for Children to Learn Sentence Construction},

author = {Min Fan and Uddipana Baishya and Elgin-Skye Mclaren and Alissa N. Antle and Shubhra Sarker and Amal Vincent},

url = {https://doi.org/10.1145/3170427.3188576},

doi = {10.1145/3170427.3188576},

isbn = {9781450356213},

year  = {2018},

date = {2018-01-01},

booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems},

pages = {1–6},

publisher = {Association for Computing Machinery},

address = {Montreal QC, Canada},

series = {CHI EA '18},

abstract = {The Block Talks toolkit combines the educational potential of tangible computing and augmented reality (AR) technologies to help children learn English sentence construction. Although examples of tangible AR reading systems for children currently exist, few focus specifically on learning sentence structure. Block Talks was developed using ordinary teaching supplies including letter tiles and blocks that can be manipulated to form words and sentences. A companion app allows children to scan these sentences to receive audio and AR feedback. Block Talks takes advantage of colour cues to draw children's attention to sentence structure patterns. This paper outlines existing tangible and AR systems for literacy learning, details the Block Talks design rationale, and concludes with a discussion of the advantages of using a combined tangible and AR approach for teaching sentence construction.},

keywords = {augmented reality, blocks, children, colour cues, sentence construction, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3170427.3188577,

title = {Designing Colours and Materials in Tangible Reading Products for Foreign Language Learners of English},

author = {Min Fan and Sheng Jin and Alissa N. Antle},

url = {https://doi.org/10.1145/3170427.3188577},

doi = {10.1145/3170427.3188577},

isbn = {9781450356213},

year  = {2018},

date = {2018-01-01},

booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems},

pages = {1–6},

publisher = {Association for Computing Machinery},

address = {Montreal QC, Canada},

series = {CHI EA '18},

abstract = {One design challenge of tangible reading systems is how to leverage the design of physical properties to best support the learning process. In this paper, we present an exploratory study which investigated how 18 young adults who learn English as a foreign language associated colours and materials to English letter-sound pairs. The preliminary results indicate that the letter-sound-colour mappings are influenced mainly by the literacy meaning of the letters while the letter-sound-material mappings are strongly affected by the characteristics of letter sounds. We discuss the design implications and future work for designing tangible reading systems for foreign language learners.},

keywords = {colours, design implications, english foreign language learners, materials, reading, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Wise2017ExplanationGivingIA,

title = {Explanation-Giving in a Collaborative Tangible Tabletop Game: Initiation, Positionality, Valence, and Action-Orientation},

author = {Alyssa Friend Wise and Alissa Nicole Antle and Jillian L. Warren},

year  = {2017},

date = {2017-01-01},

booktitle = {International Conference on Computer Supported Collaborative Learning},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3025453.3025908,

title = {Designing Cultural Values into Interaction},

author = {Reese Muntean and Alissa N. Antle and Brendan Matkin and Kate Hennessy and Susan Rowley and Jordan Wilson},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3025908},

doi = {10.1145/3025453.3025908},

isbn = {9781450346559},

year  = {2017},

date = {2017-01-01},

booktitle = {Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems},

pages = {6062–6074},

publisher = {Association for Computing Machinery},

address = {Denver, Colorado, USA},

series = {CHI '17},

abstract = {In this paper, we highlight possibilities for designing intangible cultural values into interactions with technologies in heritage spaces. We do this specifically through the design of elwkw -- Belongings, an interactive tangible table installed in a cultural heritage museum. The tabletop was collaboratively designed to communicate complex and narrative information and values about Musqueam culture. Rather than focusing only on content and interface design, we wanted visitors to also experience Musqueam values through their interactions with the system. We describe our value-sensitive design process, present five interdependent design goals, discuss the design strategies that enabled us to meet these goals, and evaluate our approach through a user study. From our design process and evaluation we offer recommendations for designing values into interactions more generally and for tangible interactions specifically in ways that support visitors' experience and understanding of specific cultural values through technology.},

keywords = {digital tabletops, indigenous heritage, intangible cultural heritage, museums, tangibles, value sensitive design},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3025453.3026048,

title = {Why Tangibility Matters: A Design Case Study of At-Risk Children Learning to Read and Spell},

author = {Min Fan and Alissa N. Antle and Maureen Hoskyn and Carman Neustaedter and Emily S. Cramer},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3026048},

doi = {10.1145/3025453.3026048},

isbn = {9781450346559},

year  = {2017},

date = {2017-01-01},

booktitle = {Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems},

pages = {1805–1816},

publisher = {Association for Computing Machinery},

address = {Denver, Colorado, USA},

series = {CHI '17},

abstract = {Tangibles may be effective for reading applications. Letters can be represented as 3D physical objects. Words are spatially organized collections of letters. We explore how tangibility impacts reading and spelling acquisition for young Anglophone children who have dyslexia. We describe our theory-based design rationale and present a mixed-methods case study of eight children using our PhonoBlocks system. All children made significant gains in reading and spelling on trained and untrained (new) words, and could apply all spelling rules a month later. We discuss the design features of our system that contributed to effective learning processes, resulting in successful learning outcomes: dynamic colour cues embedded in 3D letters, which can draw attention to how letter(s) position changes their sounds; and the form of 3D tangible letters, which can enforce correct letter orientation and enable epistemic strategies in letter organization that simplify spelling tasks. We conclude with design guidelines for tangible reading systems.},

keywords = {children, Dyslexia, embedded interaction, mixed-methods., Reading acquisition, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/2998181.2998247,

title = {Flex-N-Feel: The Design and Evaluation of Emotive Gloves for Couples to Support Touch Over Distance},

author = {Samarth Singhal and Carman Neustaedter and Yee Loong Ooi and Alissa N. Antle and Brendan Matkin},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/2998181.2998247},

doi = {10.1145/2998181.2998247},

isbn = {9781450343350},

year  = {2017},

date = {2017-01-01},

booktitle = {Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing},

pages = {98–110},

publisher = {Association for Computing Machinery},

address = {Portland, Oregon, USA},

series = {CSCW '17},

abstract = {Many couples live apart due to work, educational situations, or frequent travel. While technology can help mediate these relationships, there is a lack of designs that allow couples to share a sense of touch over distance. We present a design case study of a tangible communication system called Flex- N-Feel--a pair of gloves that allows distance-separated couples to feel the flexing of their remote partners' fingers through vibrotactile sensations on their skin. We evaluated our design with nine couples where the system was augmented with either a Skype audio call or a video connection. Our study showed that participants enjoyed their conversation more with the gloves, felt more emotionally connected, and experienced intimate moments together. Couples used the glove for shared actions, playful episodes, intimate touches, and to simply feel each other's presence. Video was important to aid couples in understanding each other's actions. Our results illustrate that designs focusing on physical touch over distance should be open to appropriation such that they can augment existing communication routines and technologies.},

keywords = {gloves, haptic, intimacy, long distance relationships, tangible, touch, vibrotactile, wearable},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3078072.3084299,

title = {Exploring and Evaluating Sound for Helping Children Self-Regulate with a Brain-Computer Application},

author = {Elgin-Skye McLaren and Alissa N. Antle},

url = {https://doi.org/10.1145/3078072.3084299},

doi = {10.1145/3078072.3084299},

isbn = {9781450349215},

year  = {2017},

date = {2017-01-01},

booktitle = {Proceedings of the 2017 Conference on Interaction Design and Children},

pages = {393–398},

publisher = {Association for Computing Machinery},

address = {Stanford, California, USA},

series = {IDC '17},

abstract = {Children in North America are more likely to suffer from attentional challenges than any other mental health issue. Studies suggest that neurofeedback treatments may be useful for helping these children learn to self-regulate. Applying neurofeedback treatments in real-world, school settings poses a challenge, however, as these environments are often noisy and filled with distractions. The addition of ambient audio to neurofeedback systems may help reduce these disruptions. Further, research suggests that certain auditory treatments, such as binaural beats and white noise, may improve children's focus and aid memory recall. In the following paper we present the theories supporting this idea as well as a mixed methods framework for evaluating whether sound can help children focus while learning to self-regulate using a neurofeedback system. Specifically, we wish to investigate whether these treatments may help children (1) achieve an attentive state sooner and (2) maintain an attentive state for longer, when compared to the same system without sound.},

keywords = {adhd, brain-computer interfacing, children, design, neurofeedback, sound},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3022198.3026320,

title = {Puzzle Space: A Distributed Tangible Puzzle for Long Distance Couples},

author = {Rui Pan and Carman Neustaedter and Alissa N. Antle and Brendan Matkin},

url = {https://doi.org/10.1145/3022198.3026320},

doi = {10.1145/3022198.3026320},

isbn = {9781450346887},

year  = {2017},

date = {2017-01-01},

booktitle = {Companion of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing},

pages = {271–274},

publisher = {Association for Computing Machinery},

address = {Portland, Oregon, USA},

series = {CSCW '17 Companion},

abstract = {Long-Distance Relationships (LDRs) are fairly common nowadays where couples rely on computer-mediated tools to stay connected. Yet few systems have explored how couples can share fun and playful activities together over distance. In this paper, we present the design of Puzzle Space, a distributed tangible jigsaw puzzle that allows LDRs to play remotely and synchronously. With Puzzle Space, couples move puzzle pieces on a table surface where movements are shown on the remote partner's screen. We expect that Puzzle Space could enable us to explore if the hybrid of physical and digital content in shared playful activities can help long-distance couples to stay connected and maintain a strong relationship.},

keywords = {collaboration over distance, computer vision, jigsaw puzzle, long-distance relationships, tangible user interface},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3130859.3131433,

title = {Integrating Affective Responses and Gamification into Early Reading Acquisition Software Applications},

author = {Amelia W. Cole and Denise T. Quesnel and Serkan Pekçetin and Diane Gromala and Heather O'Brien and Alissa N. Antle and Bernhard E. Riecke},

url = {https://doi.org/10.1145/3130859.3131433},

doi = {10.1145/3130859.3131433},

isbn = {9781450351119},

year  = {2017},

date = {2017-01-01},

booktitle = {Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play},

pages = {73–85},

publisher = {Association for Computing Machinery},

address = {Amsterdam, The Netherlands},

series = {CHI PLAY '17 Extended Abstracts},

abstract = {Sisu is a gamified learning application designed to assist school-aged children who are struggling to read. Sisu utilizes readily-available technology to promote learning at home, with unique elements tied to the learning experience: (1) a spelling game with (2) an empathic agent, and (3) a mini-game. The empathic agent utilizes a facial action coding system (FACS) to recognize core expressions of the child user and respond to the child's affect in-game. We anticipate that Sisu's accessible and affective nature will not only support children's emotional needs, but the addition of gamified elements will motivate them to practice reading and assist them in their learning objectives.},

keywords = {at-risk children, education, empathy, engagement, gamification, intelligent agents, motivation, Reading acquisition},

pubstate = {published},

tppubtype = {inproceedings}

}